NR 439 Week 2: Search for Literature and Levels of Evidence

Chamberlain University NR 439 Week 2: Search for Literature and Levels of Evidence– Step-By-Step Guide

This guide will demonstrate how to complete the Chamberlain University NR 439 Week 2: Search for Literature and Levels of Evidence assignment based on general principles of academic writing. Here, we will show you the A, B, Cs of completing an academic paper, irrespective of the instructions. After guiding you through what to do, the guide will leave one or two sample essays at the end to highlight the various sections discussed below.

How to Research and Prepare for NR 439 Week 2: Search for Literature and Levels of Evidence

Whether one passes or fails an academic assignment such as the Chamberlain University NR 439 Week 2: Search for Literature and Levels of Evidence depends on the preparation done beforehand. The first thing to do once you receive an assignment is to quickly skim through the requirements. Once that is done, start going through the instructions one by one to clearly understand what the instructor wants. The most important thing here is to understand the required format—whether it is APA, MLA, Chicago, etc.

After understanding the requirements of the paper, the next phase is to gather relevant materials. The first place to start the research process is the weekly resources. Go through the resources provided in the instructions to determine which ones fit the assignment. After reviewing the provided resources, use the university library to search for additional resources. After gathering sufficient and necessary resources, you are now ready to start drafting your paper.

How to Write the Introduction for NR 439 Week 2: Search for Literature and Levels of Evidence

The introduction for the Chamberlain University NR 439 Week 2: Search for Literature and Levels of Evidence is where you tell the instructor what your paper will encompass. In three to four statements, highlight the important points that will form the basis of your paper. Here, you can include statistics to show the importance of the topic you will be discussing. At the end of the introduction, write a clear purpose statement outlining what exactly will be contained in the paper. This statement will start with “The purpose of this paper…” and then proceed to outline the various sections of the instructions.

How to Write the Body for NR 439 Week 2: Search for Literature and Levels of Evidence

After the introduction, move into the main part of the NR 439 Week 2: Search for Literature and Levels of Evidence assignment, which is the body. Given that the paper you will be writing is not experimental, the way you organize the headings and subheadings of your paper is critically important. In some cases, you might have to use more subheadings to properly organize the assignment. The organization will depend on the rubric provided. Carefully examine the rubric, as it will contain all the detailed requirements of the assignment. Sometimes, the rubric will have information that the normal instructions lack.

Another important factor to consider at this point is how to do citations. In-text citations are fundamental as they support the arguments and points you make in the paper. At this point, the resources gathered at the beginning will come in handy. Integrating the ideas of the authors with your own will ensure that you produce a comprehensive paper. Also, follow the given citation format. In most cases, APA 7 is the preferred format for nursing assignments.

How to Write the Conclusion for NR 439 Week 2: Search for Literature and Levels of Evidence

After completing the main sections, write the conclusion of your paper. The conclusion is a summary of the main points you made in your paper. However, you need to rewrite the points and not simply copy and paste them. By restating the points from each subheading, you will provide a nuanced overview of the assignment to the reader.

How to Format the References List for NR 439 Week 2: Search for Literature and Levels of Evidence

The very last part of your paper involves listing the sources used in your paper. These sources should be listed in alphabetical order and double-spaced. Additionally, use a hanging indent for each source that appears in this list. Lastly, only the sources cited within the body of the paper should appear here.

Stuck? Let Us Help You

Completing assignments can sometimes be overwhelming, especially with the multitude of academic and personal responsibilities you may have. If you find yourself stuck or unsure at any point in the process, don’t hesitate to reach out for professional assistance. Our assignment writing services are designed to help you achieve your academic goals with ease.

Our team of experienced writers is well-versed in academic writing and familiar with the specific requirements of the NR 439 Week 2: Search for Literature and Levels of Evidence assignment. We can provide you with personalized support, ensuring your assignment is well-researched, properly formatted, and thoroughly edited. Get a feel of the quality we guarantee – ORDER NOW.

Sample Answer for NR 439 Week 2: Search for Literature and Levels of Evidence

Working in the hospital Emergency department we see patients come in on a daily basis status post fall at home with devastating consequences such as hip fractures, and other injuries requiring hospitalization. When I was in nursing school 3 years ago I did some research on the mortality rate of patients over the age of 65 who suffered from fractured hips, and the result was surprisingly high. I remember the figure of 40% mortality rate in the 2 years following hip fracture for patients over the age of 65. We have been working on measures to reduce the number of falls within our inpatient population and that is what I would like to make my clinical issue. In the inpatient setting we use various methods to prevent patient falls. In my facility preventing falls is a major undertaking.

Hourly meaningful rounding has been implemented where both the RN and nursing assistants must enter the patient’s room at least once an hour to check on the 3 P’s; (Pain, Positioning and Potty). Confused patients are placed on bed and chair alarms that will allow staff to hear if they try and exit the bed or chair when they are out of bed and more likely to try to ambulate unassisted. It’s been determined that more falls occur in these situations than when the patient is actually in a bed. Patients with a high Braden score are moved closer to the nursing station for better observation. As healthcare workers, we have the obligation to keep our patients safe. The following PICO question was developed to question the effectiveness of using patient bed check alarms to help prevent inpatient falls (Chamberlain College of Nursing, 2017).

Does implementation of Fall Prevention Programs reduce Hospital falls?

P- (Patient, population, or problem): Hospital patients

I- (Intervention): instituting fall prevention programs to prevent hospital falls

C- (Comparison with other treatment/current practice): not instituting fall prevention programs

O- (Desired outcome): reduction of hospital falls

I want to see if the falls decrease with good use of alarms and hourly rounding in the elderly residents. In researching this topic, I found an article in the BMC Geriatrics, which discusses many preventive ideas regarding falls in nursing home residents and the risks that brings. The article talks of many different risks, one being hip fractures, but not specific for just falls. The Food and Drug Administration has placed a black label warning on some drugs stating that they are not recommended for patients with dementia who are prone to falls mostly. Many of the residents in the nursing home have some sort of dementia, some diagnosed and some not.

References:

BMC Geriatrics; 1/26/2017, Vol. 17, p1-12, 12p

Dearholt & Dang. (2012). Johns Hopkins Nursing Evidence-Based Practice: Model and Guidelines (2nd ed., pp.15-20). Indianapolis, IN

Chamberlain College of Nursing. (2017). NR-439 Week 2: Clinical issues and databases. [ Online Lesson]. Downers Grove, IL.

NR 439 Week 3: PICOT/Evidence Appraisal Assignment (graded)

NR 439 Week 4: Ethical and Legal Issues

NR 439 Week 5: Reading Research Literature (graded)

NR 439 Week 5: Data Collection and Measurement

NR 439 Week 6: Research Article Critique Paper (graded)

NR 439 Week 7: Applying and Sharing Evidence to Practice

NR 439 Week 8: Where Do You Go From Here?

Solved: NR 439 Literature Review and Searching for Evidence

Solved: NR 439 Florence Nightingale era Evidence Based Practice Paper

SOLVED: NR 439 Problems/Picot/Evidence Search PPE

Sample Answer 2 for NR 439 Week 2: Search for Literature and Levels of Evidence

Nursing research is a dynamic process that includes multiple phases: defining the research problem; literature review; selecting a theoretical framework; choosing an appropriate design; defining a sampling strategy; collecting and analyzing data; sharing the findings, and using the evidence in practice.

The Course Outcomes (COs) we will apply in Week 2 include:

Examine the sources of evidence that contribute to professional nursing practice.
Apply research principles to the interpretation of the content of published research studies.

Reflect on your practice, and identify a significant nursing clinical issue or change project that you would like to search for evidence in online sources. Formulate searchable, clinical questions in the PICO(T) format for your nursing clinical issue.

Next, review the guidelines for the PICOT Assignment due Week 3. Use your PICOT elements to search for one report of a single, original study that has been published within the last 5 years from the CCN Library that is relevant to your nursing clinical issue. Briefly, describe how it is relevant to your nursing clinical issue. Remember to give a complete reference to the study. Post your PICOT and research article in this discussion.

Remember to integrate references.

Class, please remember, you must answer this question by end of Wednesday to gain participation points.

Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: NR 439 Week 2: Search for Literature and Levels of Evidence

I have been an Emergency Department (ED) nurse for seven years. Many people ask why I would want to work in the ED. The answer is simple. I like being the first line of care for the patient. I like that I don’t have time to build a relationship with the patient and the family. Some may think that sounds cold, but I am one who would take the relationship home with me. By that, I mean that if I developed a relationship with the patient and family members, it would hurt too much when illness or death overcame the patient. I would not be able to leave that at work. I need for my interactions with the patient to be completely medical. Do I ever get emotionally attached to repeat patients? Of course but, it is less common in the ED than it would be on an inpatient unit. The nature of ED nurses is often based on the need to provide emergency care. Many of the nurses I have discussed this with feel the same way. They are too compassionate to allow themselves to become close to the patient. Also, many of us feel that we have lost some of our faith in the human race because of our roles in the ED. Because we often only have contact with the patient for a short period of time and we see many patients over and over, many of us suffer from compassion fatigue. The significant clinical issue that effects my department is compassion fatigue. Evidence-Based Practice or “EBP, considers internal and external influences on practice and encourages critical thinking in the judicious application of evidence to the care of the individual patient, patient population, or a system” (Hain, & Kear, 2015, p 12).

My PICOT would be:

P – The population of interest for this project is registered nurses who worked in the Emergency Department full time

I – The intervention is educational training about compassion fatigue. The intervention takes place off the unit and during a scheduled work tour.

C- The comparison is a survey taken by RNs prior to the education.

O- The outcome is reduction of compassion fatigue after the education.

T- The time frame is 6 months.

At 6 months, ED RNs take the same survey and values are compared. “Clinicians must critically evaluate research before attempting to implement the findings into practice” (Peterson, et.al, 2014, p 67).

My PICOT question is “Are RNs who work in the ED, who are educated about compassion fatigue, less likely to suffer from CF?”

According to the article I found, “compassion fatigue (CF) is a relatively recent concept that refers to the emotional and physical exhaustion affecting healthcare providers, usually as a consequence of caring” (Hamilton, Tran, & Jamieson, 2016, p 1). The article goes on to state that nurses have been more vocal than doctors about the effects of compassion fatigue over the years. It also states that the ED is a breeding ground for CF.

This article is extremely relevant to my clinical question. As with any other issue, education is usually key to prevention and treatment.

References:

Hain, D. J., & Kear, T. M. (2015). Using evidence-based practice to move beyond doing things the way we have always done them. Nephrology Nursing Journal, 42(1), 11–21.

Hamilton, S., Tran, V. & Jamieson, J. (2016). Compassion fatigue in emergency medicine: The cost of caring. Emergency Medicine Australasia, 28(1), 100-103. doi:1111/1742-6723.12533

Houser, J. (2018). Nursing research: Reading, using, and creating evidence (4th ed.)Sudbury, MA: Jones & Bartlett.

Peterson, M. H., Barnason, S., Donnelly, B., Hill, K., Miley, H., Riggs, L., & Whiteman, K.(2014). Choosing the best evidence to guide clinical practice: Application of AACN levels of evidence. Critical Care Nurse, 34(2), 58–68. doi:10.4037/ccn2014411

Sample Answer 3 for NR 439 Week 2: Search for Literature and Levels of Evidence

In my current role as Assistant Director of an inpatient surgical unit we strive to have the best possible patient outcome. In our ever changing health care system more and more focus is on how to decrease hospital stay and decrease patient recovery time. My focus for this assignment will be same day surgery for total joint replacement. Question: Can patients successfully recover from a total joint procedure if discharged same day?

P = Joint replacement patients

I= discharged same day surgery

C= previous inpatient joint replacement patients through chart review.

O= successfully recovery after surgery with no readmissions related to joint replacement.

T= 3 months

Searchable terms would be same day surgery, pain management for joint replacement, and home care after joint replacement.

References

Houser, J. (2015). Nursing research: reading, using and creating evidence (3rd ed.). Burlington, MA: Jones and Bartlett Learning.

Queen, K. H. (2015, July 20). Outpatient joint replacement at white fence surgical suites patients safely return home the same day after hip knee and shoulder surgery. Forbes, 196(1), 56-57. Retrieved from http://eds.b.ebscohost.com.proxy.chamberlain.edu:8080/eds/detail/detail?vid=12&sid=977bc023-8168-48da-8543-16c585deb769%40sessionmgr102&bdata=JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#AN=103590499&db=heh

Sample Answer 4 for NR 439 Week 2: Search for Literature and Levels of Evidence

I am a rehab case manager and I was a floor nurse on the rehab unit. We had a problem with keeping up with the details and updates to patients bladder and bowel programs for patients with spinal cord injuries, back injuries, strokes, and other injuries.

P: Patients with problem with bowel and bladder. Cannot void or have bowel movement on their own due to retention, spinal injury, constipation, immobility of bowel, or other problems.

I: Bladder program that entails doing an ICP program that is bladder scanning every 4 to 6 hours, if the scan shows the amount is 300 mL full then inserting a straight catheter to drain the bladder is needed to empty the bladder, this is called bladder retraining. Bladder medications are started to help the patient’s bladder to void on their own. Some of these need to be tapered up to increase the dose every 3 days. Also, encourage patients to go to the bathroom at least every 2 hours. Bowel program that entails doing a daily suppository, with digital stimulation at the same time everyday, taking regular stool softeners, and make sure the patients have a BM daily.

C: The alternative is no treatment, and the patient may show signs of Automomic Dysreflexia, from no use of bowel and bladder.

O: Control of bowel and bladder with the above interventions.

T: Programs need to be done every 4-6 hours and daily.

For patients with spinal cord injuries, back injuries, strokes, and other injuries, what is the best routine for a bladder and bowel program to prevent complications?

F. Le Breton, A. Guinet Lacoste, P. Manceau, D. Verollet, G. Amarenc. Therapeutic education program for intermittent catheterization. Annals of Physical and Rehabilitation Medicine, Volume 57, 2014, Page e58. Received from http://www.nature.com/foxtrot/svc/mailform?file=/sc/journal/v52/n6/full/sc201445a.html

Ozisler, Z., Koklu, K., Ozel, S., & Unsal-Delialioglu, S. (2015). Outcomes of bowel program in spinal cord injury patients with neurogenic bowel dysfunction. Neural Regeneration Research, 10(7), 1153–1158. Received from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4541250/.

The first article about bladder control with intermittent cath program shows that many forms of knowledge are needed to do this skill, whether it be “motor, sensory and visual possibilities, coordination, motor schema programmation, movement performance and cleanliness.”

The second article is about way to control neurogenic bowel dysfunction in spinal cord injury patients. It also tells what interventions they used to help control the bowel programs.

Both these articles use some of the same interventions we use in our nursing practice on the rehab unit where I work.

Sample Answer 5 for NR 439 Week 2: Search for Literature and Levels of Evidence

Good evening Ms, Jennifer awesome and very important post for so many patients but in particular the elderly seem to be the most vulnerable for this risk factor!. You made some very strong points in your assessment of identification of a fall risk and prevention. In an article, I came across it addressed some facts about falls one of which is Older adults (65 years and older) are at a higher risk of falling. The CDC reports that more than 25% of older adults fall each year and that over 95% of hip fractures are a result of an older adult falling (CDC, 2017). Another interesting fact I came across that presented some more facts in the area of nursing in which you work is that • Seventy percent of falls of older adults occur in the home. Over 50% of falls are attributed to environmental hazards including cords, furniture, loose rugs, ill-fitting shoes, slippery surfaces, and uneven steps; approximately 10% of falls occur on the stairs, usually while descending (Uiterwyk et al., 2015) –Between 20% and 30% of older adults who fall become immobile and dependent as a result of their injuries.

I do believe that increased education in the identification of increased risk could possibly avoid falls. I found this article I came across to be very informative and if you have a chance to review it, I think you would find helpful tips of how some of the increased education could be addressed. Have you ever heard of the mnemonic D.A.M.E.? which can be a useful way to recall risk factors associated with falls. Enjoyed your post, you brought out an important risk that is important to all patients that could be at potential risk. Thanks for sharing.

Reference

Caple C, RN,BSN, MSHS, Schub T, BS (2016) Nursing Guide Fall Prevention Plans: Implementing. Source: CINAHL

Centers for Disease Control and Prevention. (2017). Important facts about falls. Retrieved March 30, 2017, from https://www.cdc.gov/homeandrecreationalsafety/falls/adultfalls.html